Effects of Self-Efficacy and Technological Perceptions on Behavioral Intention to Use Flipped Classroom Among Language Teachers

Given the crucial role that teachers play in the acceptance and implementation of the flipped classroom (FC) instruction, this study investigated teachers’ instructional practices and the effects of self-efficacy and technological perceptions on their behavioral intention to adopt this new instructional approach in the context of Chinese language teaching, which has traditionally been dominated by teacher-centered instruction. A total of 130 Chinese language teachers from primary and secondary schools in Hong Kong completed a questionnaire designed based on the technology acceptance model (TAM). Descriptive analysis indicated that while teachers exhibited a high level of behavioral intention and positive perceptions, their self-efficacy for using FC instruction was only moderate. Consistent with the hypothesis of TAM, the results of partial least squares structural equation modeling (PLS-SEM) indicated that teacher technological perceptions of FC instruction significantly affected behavioral intention, and self-efficacy exerted strong and positive effects on technological perceptions. Additionally, teachers with more teaching experience and those working in secondary schools demonstrated lower self-efficacy for using FC instruction compared to their counterparts with less teaching experience and those working in primary schools. The findings provide empirical evidence to enhance the understanding of language teachers’ acceptance of FC in a previously unexplored teaching context.